Institutional Readiness for Digital Transformation in Engineering Education: A Systematic Literature Review

Abstract

Digital transformation has become a strategic priority in higher education, particularly in engineering education, where technological innovation, Industry 4.0, and digital competencies are essential for preparing future professionals. However, the successful implementation of digital transformation initiatives depends largely on an institution’s readiness to adapt organizationally, technologically, and strategically. This systematic literature review (SLR) aimed to examine institutional readiness for digital transformation in engineering education by identifying the factors that influence readiness, the challenges and barriers encountered, and the strategies, frameworks, and best practices proposed to enhance readiness. Guided by the PRISMA 2020 framework and Kitchenham Guidelines, the review employed a systematic search using Lens.org, with studies screened and managed through Zotero and Rayyan.ai. From an initial pool of 5,636 records, a rigorous screening, eligibility assessment, and quality evaluation process resulted in 19 studies being included in the final qualitative synthesis. Data were analyzed using thematic analysis, narrative synthesis, and bibliometric analysis. The findings revealed that institutional readiness is primarily influenced by leadership and governance, technological infrastructure, faculty competencies and digital literacy, organizational culture, and institutional support. The review also identified key barriers, including infrastructure limitations, digital competency gaps, resistance to change, resource constraints, and organizational challenges. Furthermore, effective strategies for enhancing readiness include digital leadership and strategic planning, faculty development and capacity building, readiness assessment frameworks, technology integration, and stakeholder collaboration. Overall, the findings suggest that institutional readiness for digital transformation is a multidimensional construct that requires the alignment of technological, organizational, human, and strategic dimensions. This review contributes to the growing body of knowledge on digital transformation in engineering education and provides evidence-based insights for policymakers, institutional leaders, educators, and researchers seeking to strengthen institutional preparedness and support sustainable digital transformation initiatives.